Job posted: 07/06/2024
Applications close: 20/06/2024 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 15/07/2024 - 19/12/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Administration/Secretarial

Reference: 1419521

Reference: 1419521

Occupation: Administration/Secretarial

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.



An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

  • Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
  • Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
  • Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
  • Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.


  • Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
  • Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
  • Maintain and update office records, enrolment data, diary records, and basic written records
  • Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
  • Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
  • Coordinate the delivery of administrative services within the school
  • In consultation with the principal, determine and manage work priorities within the school office
  • Develop and implement strategies to ensure effective administration procedures
  • Coordinate the implementation of requisitioning, purchasing and issuing procedures
  • Manage client reception and office operations
  • Liaise with school staff in regard to support requirements
  • Coordinate staff timetabling
  • Undertakes VASS and/or VET administration support
  • Supports the first aid facilities and assists in delivering first aid to students

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:


DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:


Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Hartwell Primary School was established in Camberwell in 1922 and is proud of the exceptional educational program provided for children in the local community over the past ninety-nine years. The school enrolment, which has been growing in recent years with young families moving into the area, is currently 579.

At Hartwell Primary School the students enjoy facilities which are not replicated in many primary schools. The classrooms and administration area in the original two story red brick building have been modernised, although the façade of the school remains. It includes spacious and flexible learning areas, literacy, numeracy and computer resource centers, administration and staff facility, and an interview room. 

The school has a well-equipped Library, an Art/Craft complex and the Performing Arts Centre ¿ Gymnasium, Music Room, Science Room, Canteen, Toilets and Out of Hours Program facilities. The well-developed grounds have benefited from long term planning and have areas for netball and basketball. We have two synthetic ovals and running track, a synthi-turf soccer / hockey field, a paved courtyard, quiet areas and a continuing emphasis on the provision of shade. Play equipment is provided for both junior and senior students and the front garden has been developed as a passive play space for the Year 6 students. The school community prides itself on maintaining and improving these facilities through cooperative effort.

Hartwell Primary School is a school with a strong commitment to encouraging all students to strive for excellence in a supportive environment, which recognises individual differences and different rates and styles of learning. The school has an outstanding reputation for providing core skills in Literacy and Mathematics, as well as a broad education including an emphasis on Visual Art, Music and Physical Education.  In recent years the school has achieved at or above the level expected for schools from similar socio-economic areas, in all strands of English and Mathematics.  The extensive curriculum provided is based on The Victorian Curriculum and is complemented by specialist staff in Art / Craft, Music / Performing Arts, Physical Education, Science, ICT, Library, Italian, Mandarin and Reading Recovery.

The school¿s learning program places an emphasis on the incorporation of Information and Communication Technology skills across all aspects of school life.  All classrooms have banks of both iPads and laptops, and there are thirty two interactive whiteboards/promethean panels in classrooms across the school. Strong Literacy and Numeracy Programs (Victorian Curriculum) are incorporated in each Prep - Year 6 class with a wide range of resources and professional development opportunities enhancing the school¿s literacy and numeracy programs.

Students are encouraged to participate in literary, artistic, music, sporting, swimming and problem solving events beyond the school and have had a high success rate in these. We regularly celebrate successes in Inter-School Cross Country and Athletics Sports together with participation by the Drum Band, Choirs, and String Ensembles in community events. In 2023 the whole school participated in our school production, Seussical the Musical.  This is a bi-annual event with preparation for the 2025 production currently underway.

The school has introduced many supportive Student Wellbeing initiatives. These are further enhanced through provision of student leadership opportunities, particularly in the senior years where all Year 6 students have a formal leadership role.

Parents play a key role in the school, working closely with classroom and specialist teachers to support their children¿s learning both within the school and at home. A class representative scheme facilitates communication and parent involvement within classrooms. Parents are also involved in the more formal structures of School Council, its sub committees and the Parents¿ Association. The school benefits from the experience and skills of parents and links with the local community. Communication with the community occurs via the school website, a weekly newsletter, regular Principal-Parent morning teas, class notices, information evenings, parent teacher interviews and Parent Education Programs, including our parent innovative `Parent Walk Throughs.¿

An Out of School Hours Program, offering Before School Care, After School Care and Vacation Care is well supported.

At Hartwell we expect the children to learn and grow in self-confidence as a result of:

·         Becoming independent and self-motivated learners

·         Achieving a solid grounding in Literacy, Numeracy and Learning Technologies

·         Acquiring decision making, problem solving and critical thinking skills

·         Learning the value of working as part of a team in a collaborative learning environment

·         Showing inclusion and respect for others

A continuing challenge in the years ahead will be to manage the school enrolment at or close to its current level, to ensure that our excellent programs and open spaces are available for the children.

The school¿s future direction lies in the provision of a progressive, engaging and challenging curriculum that reflects the growing importance of inquiry learning and computer literacy and provides for personalised learning through proven sound educational methodology and best current practice.


Job type:

Part time / From 15/07/2024 - 19/12/2025

Job classification:

Ed Support Level 1-Range 2


Shiranee Jansz | 03 9889 4012